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The credibility of the authors of this article cannot be contested. Healy and Hoyles have played significant roles in the construction of mathematical meanings and have provided rich information on the meaning of mathematics education. Their expertise in the field of mathematics education has been demonstrated by the depth of information they have availed to the mathematics community through numerous research works, conference papers, and published articles.
Conferences have traditionally served the literal world with rich sources of information. As an international group of researchers and mathematics educators, Psychology of Mathematics Education (PME) members gather every year to share work and interests in mathematics, education, and psychology and have used these platforms to inject insightful research materials in the areas of mathematics and education. The reputation of PME as a reliable publisher rests on the quality of resources it has injected into the fields of mathematics and education.
In this insightful article from PME international conference, the authors sought to examine the general reluctance to visualize mathematics. Healy and Hoyles (1996) argue, students of mathematics, unlike mathematicians, rarely exploit the considerable potential of visual approaches to support meaningful learning. & where the mathematical agenda is identified with symbolic representation, students are reluctant to engage with visual modes of reasoning (p. 67).
The methodological perspectives adopted in the paper have enabled the authors to present accurate and up to date information on the topic and support its claims honestly and without logical fallacies. Furthermore, the organization of the paper is in tandem with past research materials on the same subject and the conclusion drawn to support the entire paper.
References
Healy, L., and Hoyles, C. (1996). Seeing, doing, and expressing: An evaluation of task sequences for supporting algebraic thinking. In L. Puig & A. Gutierrez (Eds.), Proceedings of the 20th PME International Conference, 3: 67-74.
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